How Can Technology Support the Teaching of Visual Literacy to Students?
Topic Overview & Descriptor:
Our first reading experience is with pictures, but once we learn how to read words, deciphering visuals becomes a thing of the past. Today, students of all ages are constantly surrounded by pictures designed to influence their choices and thought processes. Much of what our students identify as normal is derived from images and the ones they see are frequently central to what they think and how they relate to the world around them. Television, film and advertisements teach them about the world, but often provide an unrealistic value system. Appropriate dress, conversation, behavior, relationships and knowledge constructs are often dictated by commercial entities. They have been passive recipients of a vast quantity of visual representations without the benefit of critical review (Burns, 16). However, visual literacy is a skill that can be learned in order to better understand these messages and communicate their own ideas.
Visual literacy can be simply defined as a person's ability to understand and produce information visually (Riesland, 2). Learning to read an image involves acquiring the knowledge and skills necessary to interpret that information. It is the beginning of becoming visually intelligent and is a basis for critical thinking. Students need to begin asking questions about images they see, such as: "What am I viewing ? What meaning does it have for me? Does the text and picture convey a message?"
The influx of multimedia technologies has brought new challenges to teachers also. There is now a need to provide instruction for students about how to 'read' the images that surround them as well as learning how to design and communicate their own ideas. This is new territory for many teachers as well as students. We all need to be trained to view images critically and reflectively. As teachers are trained to examine images for their content and message, they will then be able to teach their students to do the same. There are a number of opportunities to use technology to support the teaching of visual literacies in the classroom.
A picture is more precise than words and it can provide better communication and learning. Additionally, viewer enjoyment, comprehension and retention are increased when visuals are used in a product. The use of images with lessons will improve articulation and writing skills also. Reading and writing combined with images can be used to help students tap into their own thoughts and creativity in order to better demonstrate the lessons they have learned.
References:
Burmark, L. (2002). Visual Literacy: Learn to See, See to Learn. Alexandria, VA: Association for Supervision and Curriculum Development.
Burns, M. (2006). A Thousand Words: Promoting Teachers’ Visual Literacy Skills. MultiMedia & Internet Schools, 13(1), 16-20. Retrieved from EBSCO database at: http://ts.isil.westga.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=19571550&site=ehost-live
Johnson, B. & Christensen, L. (2008). Educational research. Thousand Oaks: Sage Publications, Inc.
Merriman, S. (2002) Introduction to Qualitative Research. Jossey-Bass, Inc.
Texts should be a minimum of 6 words
and maximum 15 words.
Topic Description
Should be in the home page
Name of Student
Researcher
Topic Description
Should be in the home page
Overview or
Introduction
Narrative texts should be 300-500 words
Topic Description
Content
Discussion
Should be in the home page
Literature Review
Narrative texts should be 1000-3500 words.
Problem Statement
Article Comparison
Chart & Critique
Should be in a separate page
Book Review
Literature
Content
Discussion
Problem Statement
Narrative texts should be 100-350 words.
Problem Statement
Content
Discussion
Should be in a separate page
Research
Methodology
Narrative texts should be 500-2000 words
and includes sections in research design,
types of data, data collection strategy
and/or instrument, and data analysis)
Research Methods
Content
Discussion
Should be in a separate page
with the Problem Statement
Types of Data
Strategy and/or
Instrumentation
Timeline
Narrative texts should be 100-350 words.
Timeline
Content
Discussion
Should be in a separate page
References
At least 15 peer reviewed articles
Article Comparison
Chart & Critique
Should be in a separate page
Book Review
Appendix
Only if needed and appropriate.
Should be in a separate page
Getting Started
Click on the edit button above to put your own content on this page.
To invite new members, click on Manage Wiki and Invite People.
To change your wiki's colors or theme, click on Manage Wiki and Look and Feel.
To set who can view and edit your wiki, click on Manage Wiki and Permissions.
Need Help?
Click on the help link above to learn more about how to use your wiki.
Pat Auger
How Can Technology Support the Teaching of Visual Literacy to Students?
Topic Overview & Descriptor:
Our first reading experience is with pictures, but once we learn how to read words, deciphering visuals becomes a thing of the past. Today, students of all ages are constantly surrounded by pictures designed to influence their choices and thought processes. Much of what our students identify as normal is derived from images and the ones they see are frequently central to what they think and how they relate to the world around them. Television, film and advertisements teach them about the world, but often provide an unrealistic value system. Appropriate dress, conversation, behavior, relationships and knowledge constructs are often dictated by commercial entities. They have been passive recipients of a vast quantity of visual representations without the benefit of critical review (Burns, 16). However, visual literacy is a skill that can be learned in order to better understand these messages and communicate their own ideas.
Visual literacy can be simply defined as a person's ability to understand and produce information visually (Riesland, 2). Learning to read an image involves acquiring the knowledge and skills necessary to interpret that information. It is the beginning of becoming visually intelligent and is a basis for critical thinking. Students need to begin asking questions about images they see, such as: "What am I viewing ? What meaning does it have for me? Does the text and picture convey a message?"
The influx of multimedia technologies has brought new challenges to teachers also. There is now a need to provide instruction for students about how to 'read' the images that surround them as well as learning how to design and communicate their own ideas. This is new territory for many teachers as well as students. We all need to be trained to view images critically and reflectively. As teachers are trained to examine images for their content and message, they will then be able to teach their students to do the same. There are a number of opportunities to use technology to support the teaching of visual literacies in the classroom.
A picture is more precise than words and it can provide better communication and learning. Additionally, viewer enjoyment, comprehension and retention are increased when visuals are used in a product. The use of images with lessons will improve articulation and writing skills also. Reading and writing combined with images can be used to help students tap into their own thoughts and creativity in order to better demonstrate the lessons they have learned.
References:
Burmark, L. (2002). Visual Literacy: Learn to See, See to Learn. Alexandria, VA: Association for Supervision and Curriculum Development.
Burns, M. (2006). A Thousand Words: Promoting Teachers’ Visual Literacy Skills. MultiMedia & Internet Schools, 13(1), 16-20. Retrieved from EBSCO database at: http://ts.isil.westga.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=19571550&site=ehost-live
Johnson, B. & Christensen, L. (2008). Educational research. Thousand Oaks: Sage Publications, Inc.
Merriman, S. (2002) Introduction to Qualitative Research. Jossey-Bass, Inc.
Riesland, E. (2005). Visual literacy and the classroom. New Horizons for Learning, Spring, 2005. Retrieved from: http://www.newhorizons.org/strategies/literacy/riesland.htm
Section
Specific Instructions
Parallels to
Research Plan
Source from
Course Projects
Wiki Page Location
Project Title
and maximum 15 words.
Name of Student
Researcher
Overview or
Introduction
Discussion
Literature Review
Chart & Critique
Discussion
Problem Statement
Discussion
Research
Methodology
and includes sections in research design,
types of data, data collection strategy
and/or instrument, and data analysis)
Discussion
with the Problem Statement
Instrumentation
Timeline
Discussion
References
Chart & Critique
Appendix
Getting Started
Need Help?